You are here:

"Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers
Article

, University of Tennessee, United States ; , University of Alabama, United States

Journal of Technology and Teacher Education Volume 16, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

Isolation and a lack of support contribute to high attrition rates among novice teachers. Computer-mediated communication (CMC) is one mechanism for providing anytime, anywhere support to teachers. Previous research in this area has focused on structuring such discussions to encourage cognitive engagement, yet little attention has been paid to how CMC can be used for psychological support. We conducted a qualitative case study to examine the online discussions of 15 English Education preservice teachers utilizing Blackboard's™ discussion forum. We explored the topics they chose to discuss as well as how they dialogued with each other in this medium as a mechanism for support during their year-long internship. Their dialogue was found to focus on six major concerns consistent with previous research. Of more interest was the way in which the interns demonstrated their emotional engagement, responsiveness to each other, and meaning-making through storytelling. Their stories, which conveyed either self-efficacy or self-doubt, were mechanisms used by the interns to elicit and provide support to each other. Implications for the design of online dialogue groups for preservice teachers are discussed.

Citation

Paulus, T. & Scherff, L. (2008). "Can Anyone Offer any Words of Encouragement?” Online Dialogue as a Support Mechanism for Preservice Teachers. Journal of Technology and Teacher Education, 16(1), 113-136. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 14, 2024 from .

© 2008 Society for Information Technology & Teacher Education

Keywords

References

View References & Citations Map
  1. Berliner, D. (1998, October). Implications of expertise in pedagogy in teacher education and evaluation. Paper presented at the Educational Testing Service Invitational Conference, New York.
  2. Bodgan, R.C., & Biklen, S.K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
  3. Bodzin, A.M., & Park, J.C. (2000). Dialogue patterns of preservice science teachers using asynchronous computer-mediated communications on the WorldWide Web. Journal of Computers in Mathematics and Sc i-134 Paulus and Scherff
  4. Bullough, R.V., Young, J., & Draper, R.J. (2004). One-year teaching internships and the dimensions of beginning teacher development. Teachers and Teaching: Theory and Practice, 10 (4), 365-394.
  5. Chubbuck, S.M., Clift, R.T., Allard, J., & Quinlan, J. (2001). Playing it safe as a novice teacher; Implications for programs for new teachers. Journal of Teacher Education, 52(5), 365-376.
  6. Darling-Hammond, L. (2003). Keeping good teachers: Why i t matters, what leaders can do. Educational Leadership, 60(8), 6-13.
  7. DeWert, M.H., Babinski, L.M., & Jones, B.D. (2003). Safe passages: Pro-v iding online support to beginning teachers. Journal of Teacher Education, 54(4), 311-320.
  8. Dietz-Uhler, B., & Bishop-Clark, C. (2001). The use of computer-mediated communication to enhance subsequent face-to-face discussions. Computers in Human Behavior, 17, 269-283.
  9. Education Week (2000, January). Quality counts: Who should teach? Education Week’s annual report on state-level efforts to improve public education. Education Week, 19, 100.
  10. Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50 (6), 12-17.
  11. Gold, Y. (1996). Beginning teacher support: Attrition, mentoring, and induction. In J. Sikula, T.J. Butterly, & E. Guyton (Eds.), Handbook of research on teacher education, (2nd ed., pp. 548-594). New York:
  12. Hebert, E., & Worthy, T. (2001). Does the first year of teaching have to be a bad one? A case study in success. Teaching and Teacher Education, 17, 897-911.
  13. Hough, G., Smithey, M., & Evertson, C. (2004). Using computer-mediated communication to create virtual communities of practice for in tern teachers. Journal of Technology and Teacher Education, 12(3), 361-386.
  14. Howey, K. (2000, March). A review of challenges and innovations in the preparation ofteachers for urban contexts: Implications for state policy. A paper presented to the Title II Teacher Quality Institute, Biloxi, MS.
  15. Hübler, M.T., & Bell, D.C. (2003). Computer-mediated humor and ethos: Exploring threads of constitutive laughter in online communities. "Can Anyone Offer Words of Encouragement?" 135
  16. Johanson, R.P., Norland, D.L., Olson, E., Huth, L., & Bodensteiner, R. (1999, February). Internet and list-serves to support the studentteaching semester. Paper presented a t the Annual Meeting of the American Association of the Colleges of Teacher Education, Washington, DC.
  17. Kozma, R. (1991). Learning with media. Review of Educational Research, 61(2), 179-212.
  18. Levin, B., He, Y., & Robbins, H. (2006). Comparative analysis of preser-v ice teachers reflective thinking in synchronous vs. Asynchronous on-line case discussions. Journal of Technology and Teacher Education, 14(3) , 439-460.
  19. Levin, J., Kim, H., & Riel, M. (1990) Analyzing instructional interactions on electronic message networks. In L. Harasim (Ed.), Online educa-t ion: Perspectives on a new environment (pp. 185-214). New York:
  20. MaKinster, J., Barab, S., Harwood, W., & Andersen, H. (2006). The effect of social context on the reflective practice of preservice science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14(3), 543-579.
  21. McCann, T.M., & Johannessen, L.R. (2004). Why do new teachers cry? The ClearingHouse, 77(4), 138-145.
  22. Merriam, S.B. (1988). Qualitative research and cases tudy applications in education. San Francisco: Jossey-Bass.
  23. Merseth, K.K. (1991). Supporting beginning teachers with computer networks. Journal of Teacher Education, 42(2), 140-147.
  24. Nicholson, S., & Bond, N. (2003). Collaborative reflection and profession-a l community building: An analysis of preservice teachers’ use of an electronic discussion board. Journal of Technology and Teacher Education, 11(2), 259-279. No child left behind (Education policy of the U.S. President) (2001). Retrieved April 15 , 2006 , from http://www.ed.gov/nclb/ Landing. Jh tm l
  25. Reiman, A.J., Bostick, D., Lassiter, J., & Cooper, J. (1995). Counselor-and teacher led-support groups for beginning teachers: A cognitive-developmental perspective. Elementary School Guidance& Counseling, 30(2), 105-117.
  26. Rogers, D.L., & Babinski, L. (1999, May). Breaking through isolation with 136 Paulus and Scherff
  27. Rogers, D.L., & Babinski, L.M. (2002). From isolation to conversation: Supporting new teachers’ development. Albany, NY: SUNY Press.
  28. Romiszowski, A.J., & Ravitz, J. (1997). Computer-mediated communication. In C.R. Dilles & A. Romiszowksi (Eds.), Instructional developmental paradigms (pp. 745-768). Eng lewood C l iffs, NJ : Educational
  29. Singer, N.R., & Zeni, J. (2004). Building bridges: Creating an online conversation community for preservice teachers. English Education, 37 (1), 30-49.
  30. Smith, T., & Ingersoll, R. (2003, April). Reducing teacher turnover: What are the components of effective induction? Paper presented at the American Educational Research Association, Chicago, IL.
  31. Stake, R.E. (1995). The art of cases tudy research. Thousand Oaks, CA : Sage.
  32. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA : Sage.
  33. Tang, S.Y.F. (2003). Challenge and support: The dynamics of student teachers’ professional learning in the field experience. Teaching and Teacher Education, 19(5), 483-498.
  34. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54(2), 143-178.
  35. Yin, R.K. (2003). Cases tudy research: Design and methods (3rd ed.). Thousand Oaks, CA : SAGE. Notes 1. All names and identifying information have been changed to ensure anonymity.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.